San José State University.
Hospitality, Recreation & Tourism Management.
HRTM 194: Advanced Practices and Management of Recreation Therapy Services
Suzy Ross, Ph.D., CTRS, RTC.
Instructor:
SPC 52.
Office Location:
(408) (924-3007).
Telephone:
susan.ross@sjsu.edu.
Email:
By appointment. Please email me.
Office Hours:
Class Days/Time:
Tuesday/Thursday, 9am-10:15am.
Sweeney Hall, Room 345
Classroom:
THIS IS A HYBRID COURSE---WE WILL MEET IN PERSON AND ON THE ECAMPUS:
DESIRE TO LEARN (D2L)
Computer Navigation Competency and Support of “Green” Practices:
1) Tests will be taken on-line at http://sjsu.desire2learn.com (D2L).
2) All paper assignments are to be uploaded into the dropbox link in D2L.
3) All assignments are due on date assigned in calendar attached to syllabus. NO LATE
PAPERS ACCEPTED. Documented & verifiable medical/family issues may be considered.
Log-in Procedures for Desire2Learn (D2L):
Username: Your Desire2Learn username can be found by logging into your mySJSU
account.
Click on Self Service > Campus Personal Information > Names, and locate your
Desire2Learn name (look for Name Type called D2L) from the list.
Password: Your initial D2L password is your 9 digit SJSU ID number.
D2L Tech Support:
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For log in or password issues, contact the Help Desk at 408-924-2377 or submit
an "incident ticket" online at http://www.sjsu.edu/helpdesk/ticket/.
Go to the eCampus website for additional information on using D2L.
Make sure your e-mail in D2L is set to the one you use most frequently.
For questions regarding the course or course materials, contact your instructor.
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COURSE PREREQUISITES: n/a
COURSE DESCRIPTION
The application and examination of concepts, techniques, research, and legal issues utilized by
advanced practitioners and managers. Includes trends and issues related to clinical supervision,
reimbursement, quality improvement, legislation, comprehensive program design, and applied
research that produces evidenced based practice.
PURPOSE OF THE COURSE
Students will gain competency, knowledge, and skill development in areas relevant to
contemporary practice of therapeutic recreation.
LEARNING OBJECTIVES
Upon successful completion of this course, the student will be able to:
I.
Research, analyze, facilitate, and document evidenced-based practice in therapeutic
recreation that includes the capacity to:
A. Design, facilitate, and evaluate treatment protocols
B. Operationalize the international classification of functioning into a practice
setting
C. Understand basic methods for completing efficacy research.
II.
Demonstrate comprehension of the importance, function, and practices of clinical
supervision and professional involvement.
A. Knowledge of a basic framework and structure for internship and practicum
supervision.
B. Knowledge of the implications, significance of, and examples of professional
involvement at the local, state, and national levels.
C. Knowledge of the structures for certification, licensure, and accreditation.
III.
Demonstrate knowledge and skill pertaining to management practices in
therapeutic recreation services that include:
A. Funding and reimbursement in various different health service settings
B. Coding systems for funding of services
C. Legal issues
D. Quality improvement indicators and other related systems of practice
E. Professional advocacy practices for the funding, advancement, and
improvement of TR services.
REQUIRED COURSE TEXTS
Porter, H. R., Burlingame, J. (2006). Recreational therapy handbook of practice: ICF-based
diagnosis and treatment. Ravensdale, WA: Idyll Arbor.
Ross, Suzy
San Jose State University
Hospitality, Recreation and Tourism Management, January 2011
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Stumbo, N.J. (2009). Professional Issues in Therapeutic Recreation: On Competence and
Outcomes. Champagne, IL: Sagamore.
West, R.E., Kinney, T., J. Witman, J. (2008). Competency Assessment and Curriculum Planning for
Recreational Therapy, Revised. Hattiesburg, MS, American Therapeutic Recreation Association.
REQUIRED COURSE READER
Required for purchase at:
Maple Press: 481 East San Carlos Street, San Jose, CA 95112 408-297-1000
RECOMMENDED TEXTS
American Psychiatric Association. (1994). Diagnostic and statistical manual of mental disorders,
(4th edition text revised). Washington, DC: American Psychiatric Association.
Coyle, C.P., Kinney, W.B., Riley, B., Shank, J.W. (1997). Benefits of Therapeutic Recreation: A
consensus view. Ravensdale, WA: Idyll Arbor.
Hogberg, P., & Johnson, M. (1994). Reference manual for writing rehabilitation therapy
treatment plans. State College, PA: Venture.
Peterson, C. A. & Stumbo, N. J. (2004). Therapeutic recreation: Program design (4th ed.). San
Francisco: Pearson.
Shank J. & Coyle, C. (2002). Therapeutic Recreation in health promotion and rehabilitation. State
College, PA: Venture.
Skalko, Thomas. (n.d.) Medications guide: Basic guide to physical and psychiatric medications for
recreational therapy. Hattiesburg: ATRA.
Stumbo, N.J. (2003). Client outcomes in therapeutic recreation services. State College, PA:
Venture.
LIBRARY LIASON
Paul Kauppila, Reference Librarian, paul.kauppila@sjsu.edu
408.808.2042
Faculty Web Page and MYSJSU Messaging
Copies of the course materials such as the syllabus, major assignment handouts, etc. may be
found online in Desire to Learn ecampus. I may use my faculty web page to post material if
necessary. My faculty webpage is accessible through the Quick Links>Faculty Web Page links on
the SJSU home page. You are responsible for regularly checking with the messaging system
through MySJSU and the department webpage (or other communication system as indicated by
the instructor). The department webpage is www.sjsu.edu/hrtm
Ross, Suzy
San Jose State University
Hospitality, Recreation and Tourism Management, January 2011
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You are also responsible for regularly checking with the messaging system through MySJSU
website at http://my.sjsu.edu/ (or other communication system as indicated by the instructor).
Ensure that your email is correct on MySJSU. The instructor will use that email as well to
contact you with announcements
Use of Electronic Submission of all reports and evaluations
This course is fully supported by the SJSU ecampus. Students are required to maintain access to
the internet throughout the course. The course site is designed to be the online classroom for
this course and contains all class information and assignments. This website is an important key
to your success in this course. You are responsible for knowing and understanding all
information posted. You are required to utilize the site to view and submit ALL assignments. ALL
communication from your instructor will be sent through your ASU email account. You are
responsible to ensure that this communication pathway is viable. See SJSU email policies.
Alternate course delivery may be granted by prior arrangement with the instructor for students
in unique internship placements.
IMPORTANT: I will only accept an emailed assignment for the 1st assignment. All subsequent
assignments during the semester must be turned in electronically through the ecampus D2L
interface. After the 1st assignment, all emailed assignment will earn a 25% point deduction.
COURSE REQUIREMENTS AND ASSIGNMENTS:
A. Major Project: Evidenced-Based Practice Research:
1.
Practicum: Using your practicum site as your field-site for applied learning
(minimum of 20 hours); you will research, analyze, and design an evidence-based
practice report. This report will follow evidenced-based practice protocols as
outlined in your text and lecture.
You will need to observe x5 intervention sessions on site. You will identify and
use the international classification of functioning language and coding.
Students will be working with practitioners and clients that will operationalize
comprehension and competency in one of the following areas:
A. People with developmental disabilities
B. People with physical disabilities
C. Mental health
D. Aging population
E. Physical medicine and rehabilitation
F. Other (upon request)
2.
Research Report: The written research report requirements are delineated in a
Ross, Suzy
San Jose State University
Hospitality, Recreation and Tourism Management, January 2011
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handout found in D2L. The content will include a brief overview of your analysis
of the facility, a suggested model/theory of practice, the clinical question,
literature, limitations, activity analysis, intervention protocol, identify ICF codes,
outcomes data, data analysis/outcomes evaluation, and recommendations. This
process will require you to become familiar with the institution, program,
administration, clinical interventions, and clientele. See faculty webpage for
requirement details. Minimum of seven pages.
B. Research Presentation:
A. All students will give a professional presentation of the content of this
project.
C. Examinations and Quizzes:
1. Exam: Students will be required to demonstrate competency and comprehension of
lecture, text, field-learning, and peer teaching concepts, data, and theory through a
structured assessment of learning. Examinations will use a multi-method of
measures and will be comprehensive
2. Quizzes: Students will be required to demonstrate knowledge of major publications
that guide practice and management procedures, policies, and legislation. Example
topics include ethics, standards of practice, the NCTRC Job Analysis and
competencies. There will be a maximum of 5 quizzes.
D. Homework:
1. In order to gain competency in documentation and treatment planning, students
will be required to complete homework for every class period during this section of
the semester. This will include preparing for and actively engaging with guest
speakers.
2. Complete and submit an application for NCTRC and CBRPC examination to the
instructor.
3. During practicum learning you will have two educational sessions with your
supervisor (one about clinical supervision and one about the internship program).
4. You will be graded as follows:
a. 100% - homework is complete and 90% accurate
b. 75% - homework is complete but contains multiple inaccuracies/discrepancies
c. 50% - homework is not complete, but mostly accurate
d. 25% - homework is not complete and has some inaccuracies
E. In Class Participation:
1.
In this class, you gain competence in published arenas which will prepare you for
your internship and entry-level practice. Your preparedness and participation are
essential to grasping and applying these skills. It is expected that you will have
completed assigned readings before class, and that you will participate fully.
Ross, Suzy
San Jose State University
Hospitality, Recreation and Tourism Management, January 2011
6
DUE DATES
All written assignments are due 30 minutes before class begins (8:30am) on the date indicated
in the course calendar or as otherwise indicated by the instructor.
COURSE GRADING
Evidence-based practice document
Presentation
Research Protocol
Research Updates
Examinations/Quizzes
Homework (research updates, practicum,
readings, notes, discussion)
NCTRC and CBRPC application
& Completed spider graph
Participation
50
20
10
20
150
35
20
20
325 total points
GRADE SCALE
Letter grades will correspond to the following percentage scale of values.
A+ = 96.5 100%
B = 82.5 86.4%
C- = 69.5 72.4%
F Less than 59.5%
A = 92.5 96.4%
B- = 79.5 82.4%
D+ = 66.5 69.4%
A- = 89.5 92.4%
C+ = 76.5 79.4%
D = 62.5 66.4%
B+ = 86.5 89.4%
C = 72.5 76.4%
D- = 59.5 62.4%
STUDENT LEARNING EVALUATION & GRADING RUBRIC
Used for grading student written essays and research papers.
Grade
A
B
C
D
F
Criteria/Philosophy
Scholarly integration and synthesis of theory, primary sources, excellent grammar, APA or
MLA format is excellent, original, creative ideas and delivery, demonstrates critical thinking
from a several worldviews, contexts and/or perspectives through provocative questions and
analysis
Scholarly citations from peer reviewed journals, exceeds requirement, APA or MLA format is
followed with above average competency, creative, grammar acceptable.
Met basic requirement, could improve in grammar, depth, consistency, format and originality
of thought, source choices are rigorously weak
Needs attention to grammar, content, sentence structure and syntax, and assignment
objectives. Difficulty articulating theoretical/conceptual content with accuracy. Talk to
instructor about improving.
Failed to meet assignment requirements. Talk to instructor about improving.
Ross, Suzy
San Jose State University
Hospitality, Recreation and Tourism Management, January 2011
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STUDENT LEARNING EVALUATION & GRADING RUBRIC
Interactive learning, group reports, oral demonstrations of competence
Grade
Criteria/Philosophy
A
Verbalizes theory, terminology, concepts & constructs with specificity and mastery. Asks
questions that reflect comprehension of above material and provoke deeper contemplation,
participates in a way that leads the class in frequency and scholarly critical thinking/analysis
content, makes statements that demonstrate integration of material and application to daily
living act as a leader in assisting others in learning
B
Verbalizes and issues questions expanding and challenging the content of theory,
terminology, concepts & constructs with above average specificity, depth and critical thinking.
Offers a few examples of integrating theoretical material and sometimes
C
Sees that most subjects and disciplines have a set of principles, rules, and concepts, sees the
importance of understanding the underlying principles, rules and concepts to comprehend,
utilize and appreciate a subject, beginning to recognize similarities and differences in topics,
feeling more confident in being able to separate relevant from irrelevant information, some
difficulty and/or low confidence in comparing and contrasting the subject matter to other
areas studied.
D
Questions tend to be focused on basic comprehension rather than going beyond the materials
provided to explore other concepts or views, considerable difficulty and/or low confidence in
comparing and contrasting the subject matter to other areas studied. tend to rely on your
instructor to point out the foundation of a subject matter, difficulty finding the best and most
relevant reference materials for a research project.
F
Little to no input in class discourse & group project requirements, severe deficits in
comprehending text material as evidenced by inability or absence of questioning and
articulate of theory/models/application, deficits communicating with group members/tending
to task and peer assigned responsibilities, fairly unreflective about your values.
UNIVERSITY, COLLEGE, or DEPARTMENT POLICY INFORMATION
A. CAMPUS POLICY IN COMPLIANCE WITH THE AMERICANS WITH DISABILITIES ACT:
If you need course adaptations or accommodations because of a disability, or if you need special
arrangements in case the building must be evacuated, please make an appointment with me as
soon as possible, or see me during office hours, and make an appointment with The Disability
Resource Center (924-6000, located in Adm 110) as soon as possible. Presidential Directive 9703 requires that students with disabilities register with DRC to establish a record of their
disability.”
B. ACADEMIC INTEGRITY
Violations of academic integrity include, but are not limited to, cheating, plagiarism or
misrepresentation of information in oral or written form. Plagiarism means presenting someone
else's idea or writing as if it were your own. Such violations will be dealt with severely by the
instructor. If you use another person's idea or writing, be sure, the source is clearly designated.
Ross, Suzy
San Jose State University
Hospitality, Recreation and Tourism Management, January 2011
8
C. ACADEMIC INTEGRITY STATEMENT (FROM OFFICE OFSTUDENT CONDUCT &
ETHICAL DEVELOPMENT)
“Your own commitment to learning, as evidence by your enrollment at San Jose State
University, and the University’s Academic Integrity Policy requires you to be honest in all
your academic course work. Faculty are required to report to the Office of Student
Conduct and Ethical Development. The policy on academic integrity can be found at
(http://sa.sjsu.edu/student_conduct)
CLASSROOM CONDUCT
Expectations about classroom behavior; see Academic Senate Policy S90-5 on Student Rights
and Responsibilities.
You are responsible for understanding the policies and procedures about add/drops, academic
renewal, withdrawal, etc. found at http://sa.sjsu.edu/student_conduct
CELL PHONES
Students will turn their cell phones off while in class. Students are asked not to answer their
phones during class session. Students whose phones disrupt the course or do not comply with
this request will be referred to the Judicial Affairs Officer of the University.
STUDENT RIGHTS AND RESPONSIBILITIES
http://www.sjsu.edu/senate/s90-5.htm
PERSONAL COMPUTER USE
Faculty allows students to use computers for class-related activities only. Appropriate activities
include: taking notes on the present-time lecture, class assignments requiring technology, or for
a presentation.
Students who use their computers for other activities such as web surfing or downloading nonclass related material or who abuse the equipment in any way, at a minimum, will be asked to
leave the class and will lose participation points for the day, and, at a maximum, will be referred
to the Office of Student Conduct and Ethical Development for disrupting the course. (Such
referral can lead to suspension from the University.) Students are urged to report to their
instructors computer use that they regard as inappropriate (i.e., used for activities that are not
class related).
Ross, Suzy
San Jose State University
Hospitality, Recreation and Tourism Management, January 2011
9
PLARGARISM
At SJSU plagiarism is the act of representing the work of another as one’s own (without giving
appropriate credit) regardless of how that work was obtained, and submitting it to fulfill
academic requirements. Plagiarism at SJSU includes but is not limited to:
The act of incorporating the ideas, words, sentences, paragraphs, or parts thereof, or the
specific substances of another’s work, without giving appropriate credit, and representing the
product as one’s own work; and representing another’s artistic/scholarly works such as musical
compositions, computer programs, photographs, painting, drawing, sculptures, or similar works
as one’s own.
Ross, Suzy
San Jose State University
Hospitality, Recreation and Tourism Management, January 2011